Ntp - August 22
Transcript of Ntp - August 22
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Strategy: Placemat
Something aboutyour family,
hobbies, or
interests
History workingwith children
Something you did
over the summer
Something on your
“bucket list”
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NewTeachers
Stay withLarissa and
Trista
Mentors
New Mentors
- Kate
Experienced
Mentors
- Mike
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Trista Hollweck & Larissa Sansom
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I am familiar with the QEP: QuebecEducation Program
Do not agree Agree
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Fold the Line
Introduce yourself
What is your teaching experience
Do not agree Agree
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QEP
Progressionof Learning
EvaluationFrameworks
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Today we will introduce the theory behind
the QEP and the component parts of an LES
So that you gain a basic understanding of
the required curriculum in Quebec
You will have understood when you are
able to complete a webquest that
highlights important curriculum resources.
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Ogle (1986)
K
What I KNOW
W
What I WANT toKnow
L
What I LEARNED
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QEP
Presents the main educational orientations that should guide
school staff, as well as the learning considered essential for
young people today.
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Constructivism
Socio-Constructivism
Cognitivism Create aTwitter feedclarifying eachof these terms(140 characters max)
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• Targets competency development
• Integrates all subjects
• Provides relevance to learning andlinks to real world
• Targets cross-curricular learning
• Calls for teachers’ professional
expertise• Competency based learning
QEP
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Competency is “the ability to act effectivelyor respond appropriately in situations ofcertain complexity” (QEP, p.9)
To demonstrate their competency,
students use:• What they have learned at school• What they have learned through
experiences• Skills• Attitudes and interests• External resources (classmates,
teachers, experts)
QEP
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Competency
Key Feature #1
Key Feature #2
Key Feature #3
Manifestations
Manifestations
Manifestations
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• a tool to complement each subject area
(does not replace the QEP)• provides further information on the
knowledge that the students must acquire• shows progression of the knowledge
students will be able to use each year-
pacing• is intended to assist teachers in planning
both their teaching and the learning thattheir students are to acquire.
QEP
Progression of
Learning
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QEP
Progression ofLearning
An arrow indicates that the teacher must plan for thestudent to begin this learning during the school year and
continue or
complete it the following year, always requiring systematic
intervention from the teacher.
A star indicates that the teacher must plan for the majority
of students to complete this learning by the end of the
school
year.
A shaded box indicates that the teacher must plan to
ensure that knowledge already acquired will be applied
during the
school year.
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• specify WHAT evaluation will focus on, butnot HOW to evaluate.
• Frameworks are organized by subject area
and level• Defines the evaluation criteria and
explanations on which the student's resultsmust be based
• Indicates weighting of the competenciesfor reporting
• Provides wording used in the report card• Evaluation of knowledge (acquisition and
application)
EvaluationFrameworks
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Evaluation Frameworks
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Evaluation of a student’s overall learningincludes:
Knowledge (Progression of Learning)
+Subject-specific competencies (QEP)
+
Knowledge acquisition & knowledgeapplication (Evaluation Framework )
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Energizer
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This is the term used for the process ofdeveloping and evaluating a
competency.
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LES
Is meaningful
and authentic
Includes learning
activities and
complex tasks
Uses many
resourcesand
strategies
Leads to apersonalized
production
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A meaningful context
Problemto
solve
Questionto
answer
Issueto
ponder
ProductTo
create
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A Context
With a Meaningful Problem:
LA LA LA LA LA LA LA LA LA LACT CT
SKILLS,STRATEGIES,
KNOWLEDGE
(key features,
essential
knowledge )
S-S-K S-S-K Learning
about
complex
tasks
S-S-K S-S-K S-S-K S-S-K S-S-K S-S-K
Question to solve –
Problem to solve – Product to create
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“ A big idea refers to transferable
concepts, principles, and theories thatshould serve as the focal point ofcurricula, instruction, and assessment.”
(Jay McTighe & Grant Wiggins, 2004)
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Students reflect on the learning andwhat they achieved
Student verbalize how they learned Discuss ways to transfer learning and
opportunities for extensions
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Ogle (1986)
K
What I KNOW
W
What I WANT toKnow
L
What I LEARNED
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QEP
Progressionof Learning
EvaluationFrameworks
•Coach
•Principal
•Resource Teacher•Cycle/ Subject Teams
•Consultants
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Paul Lamoureux
Director General
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Complete a back to school checklist that applies to you
(pg. 33)
Complete Mentee Goal Setting form for TERM 1
(Review 12 Teacher Competencies) (pg. 16)
Plan your first days
Check out examples of portfolios› http://edoorly.weebly.com/-3-planning.html
› http://tylerproulxportfolio.weebly.com/ › http://mridle3.wix.com/ntpportfolio#!services2/c19op
Look at Chapter 3 of Creating the Dynamic Classroom
1:00 – 2:30
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https://www.youtube.com/watch?v=miPYLJI247g
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